Q1-During the interview, Dani’s special education teacher and her parents are doing the majority of the talking. Do you think that their comments are indicative of the views of all members of the IEP team? Dani is a fifth grader. Why is her presence important?
The way Dani's mom talked during the interview it seems that they (the teachers and all involved) were very open about what they said and they were willing to listen to everyone's opinion. They seem like they have met before and have discussed everything and have come to a common outcome. Dani's presence in the interview is she knows what is working for her and what is now. She just has to vocalize more and she did when she was asked a question by the interviewer. I believe that the comments are the views of all the members of the team.
Q2-It appears that Deja receives all of her instruction in the general education setting. In her case, is this the least restrictive environment? How do you know?
It appears that receiving her instruction in the general education class is the least restrictive environment for Deja. She is able to ask the teachers for help, and by the way she answered the question it looks like she understands what they are teaching her. She is excelling on the state tests, so that means that she understands what the teachers are teaching. I believe that being in the general education classroom is what is best for Deja, she knows when to ask for help and how to solve her problems.
Q3-Does it appear that the speech and language pathologist’s suggestion for the consultation model is more appropriate for Sean than a traditional pull-out model? Why or why not?
Yes the way they are doing the consultation model looks like it would be the best fit for Sean. He did not look like he was interested in the meeting that they were having. He would rather be doing other things and if they were able to continue doing that at natural times and not pulling him out, I feel that he would get more out of it.
Q4-The speaker discusses the academic, behavioral, developmental, and functional strengths and needs of students with exceptional learning needs. Depending upon the individual student, one or more of these areas may take on greater importance. Think about Dani, Deja, and Sean, and compare the importance of these four areas for each of them.
Dani was at her IEP but did not really talk unless she was directly asked a question. She was doing good in school and didn't seem like she had behavioral problems. For Dani the most important of the four would be functional strengths and needs of students. She needs to work on speaking up for herself in class. For Deja she was very involved in her meeting. The most important of the four for Deja would be functional strengths as well, she is smart, but just needs to be reminded that she can do the work. For Sean they are all very important in his IEP. He was very distracted in his IEP meeting and did not say anything. He needs more supports socially than Dani and Deja.
Q1-During the interview, Dani’s special education teacher and her parents are doing the majority of the talking. Do you think that their comments are indicative of the views of all members of the IEP team? Dani is a fifth grader. Why is her presence important?
Q2-It appears that Deja receives all of her instruction in the general education setting. In her case, is this the least restrictive environment? How do you know?
Q3-Does it appear that the speech and language pathologist’s suggestion for the consultation model is more appropriate for Sean than a traditional pull-out model? Why or why not?
Q4-The speaker discusses the academic, behavioral, developmental, and functional strengths and needs of students with exceptional learning needs. Depending upon the individual student, one or more of these areas may take on greater importance. Think about Dani, Deja, and Sean, and compare the importance of these four areas for each of them.
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